Pub Date : 2024-12-30DOI: 10.1016/j.ijedudev.2024.103197
Subin Sarah Yeo
This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Utilizing qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize 'self-reliance', revealing the necessity of addressing the complex realities of refugee life.
{"title":"From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties","authors":"Subin Sarah Yeo","doi":"10.1016/j.ijedudev.2024.103197","DOIUrl":"10.1016/j.ijedudev.2024.103197","url":null,"abstract":"<div><div>This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Utilizing qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize 'self-reliance', revealing the necessity of addressing the complex realities of refugee life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103197"},"PeriodicalIF":2.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-27DOI: 10.1016/j.ijedudev.2024.103186
Julia Novrita , Elizarni , Rini Oktavia , Trie Yunita Sari
Community Learning Centres (CLCs) play a vital role in promoting literacy development and lifelong learning, particularly for marginalized populations in developing countries. This study delves into the sustainability factors of CLCs in Indonesia, specifically focusing on Taman Baca Masyarakat (TBM), also known as community reading parks. Despite the establishment of numerous TBMs, only a small percentage have successfully transitioned into Community Learning Centres (CLCs) that address the broader learning needs of the community. Ten TBMs in Aceh, a province known for its history of armed conflict and natural disasters, were the subject of this study. Findings from focus groups, interviews, and secondary sources show that leaders with strong social capital are more likely to build lasting TBMs. This is because they can use that capital to attract volunteers, form partnerships with various institutions, and use digital technology to develop programs that are aligned with local cultural values and community needs. This study concludes with recommendations for the government to support community-based TBMs to maximize their roles as CLCs and promote their sustainability.
{"title":"Making ‘Taman Baca’ Sustainable”, lessons learned from community-based non-formal education in Aceh, Indonesia","authors":"Julia Novrita , Elizarni , Rini Oktavia , Trie Yunita Sari","doi":"10.1016/j.ijedudev.2024.103186","DOIUrl":"10.1016/j.ijedudev.2024.103186","url":null,"abstract":"<div><div>Community Learning Centres (CLCs) play a vital role in promoting literacy development and lifelong learning, particularly for marginalized populations in developing countries. This study delves into the sustainability factors of CLCs in Indonesia, specifically focusing on <em>Taman Baca Masyarakat</em> (TBM), also known as community reading parks. Despite the establishment of numerous TBMs, only a small percentage have successfully transitioned into Community Learning Centres (CLCs) that address the broader learning needs of the community. Ten TBMs in Aceh, a province known for its history of armed conflict and natural disasters, were the subject of this study. Findings from focus groups, interviews, and secondary sources show that leaders with strong social capital are more likely to build lasting TBMs. This is because they can use that capital to attract volunteers, form partnerships with various institutions, and use digital technology to develop programs that are aligned with local cultural values and community needs. This study concludes with recommendations for the government to support community-based TBMs to maximize their roles as CLCs and promote their sustainability.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103186"},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1016/j.ijedudev.2024.103193
Juan Fernando Montaño-Bardales , Paola Palacios
The purpose of this study is to analyze the impact of the 2016 Peace Agreement in Colombia on three educational outcomes: gross coverage rates, dropout rates, and academic performance. An empirical analysis was carried out at the municipal level by means of two-way fixed effects difference-in-difference and dynamic difference-in-difference methods. Findings indicate that Colombia has had positive results in the three aforementioned categories since the signing of the agreement, both in the municipalities most affected by the armed conflict, as well as in the least affected ones. Access to education has been greater and the dropout rates have been lower, while the performance in state examinations has increased. However, the gaps in dropout rates and results in standardized tests have widened between municipalities most and least affected by violence. The dynamic difference-in-difference approach shows that the effects of the Peace Agreement on dropout rates are initially significant but fade away, while the effects for gross coverage appear after a few periods. On the other hand, the consequences on academic achievement are negative and persist in time. In terms of public policies, these results suggest that Colombia has improved the quality and quantity of education, but more attention should be devoted to the municipalities most affected by violence.
{"title":"Educational outcomes in times of conflict and post-conflict","authors":"Juan Fernando Montaño-Bardales , Paola Palacios","doi":"10.1016/j.ijedudev.2024.103193","DOIUrl":"10.1016/j.ijedudev.2024.103193","url":null,"abstract":"<div><div>The purpose of this study is to analyze the impact of the 2016 Peace Agreement in Colombia on three educational outcomes: gross coverage rates, dropout rates, and academic performance. An empirical analysis was carried out at the municipal level by means of two-way fixed effects difference-in-difference and dynamic difference-in-difference methods. Findings indicate that Colombia has had positive results in the three aforementioned categories since the signing of the agreement, both in the municipalities most affected by the armed conflict, as well as in the least affected ones. Access to education has been greater and the dropout rates have been lower, while the performance in state examinations has increased. However, the gaps in dropout rates and results in standardized tests have widened between municipalities most and least affected by violence. The dynamic difference-in-difference approach shows that the effects of the Peace Agreement on dropout rates are initially significant but fade away, while the effects for gross coverage appear after a few periods. On the other hand, the consequences on academic achievement are negative and persist in time. In terms of public policies, these results suggest that Colombia has improved the quality and quantity of education, but more attention should be devoted to the municipalities most affected by violence.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103193"},"PeriodicalIF":2.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103170
Ji Liu , Amin Abdul , Millicent Aziku , Yue Chen
High-quality math instruction is essential for fostering students’ critical thinking and problem-solving skills. This study explores the potential of inquiry-based pedagogy on student math attitude and performance in Vietnam, leveraging the 2022 Programme for International Student Assessment dataset comprising 5711 students. Using structural equation modelling, findings show that inquiry-based pedagogy significantly enhances math attitude (std.β=0.42, p<0.001) and math performance (std.β=0.08, p<0.001). Math attitude positively and partially mediates the relationship between inquiry-based pedagogy and math performance (std.β=0.07, p<0.001). Disaggregated analysis by region, school type, and geographic location further highlights the significance of instructional pedagogy in improving instructional outcomes across contexts.
{"title":"Can inquiry-based pedagogy improve math performance? Evidence from 5711 students in Vietnam on the mediating role of math attitude","authors":"Ji Liu , Amin Abdul , Millicent Aziku , Yue Chen","doi":"10.1016/j.ijedudev.2024.103170","DOIUrl":"10.1016/j.ijedudev.2024.103170","url":null,"abstract":"<div><div>High-quality math instruction is essential for fostering students’ critical thinking and problem-solving skills. This study explores the potential of inquiry-based pedagogy on student math attitude and performance in Vietnam, leveraging the 2022 Programme for International Student Assessment dataset comprising 5711 students. Using structural equation modelling, findings show that inquiry-based pedagogy significantly enhances math attitude (std.β=0.42, p<0.001) and math performance (std.β=0.08, p<0.001). Math attitude positively and partially mediates the relationship between inquiry-based pedagogy and math performance (std.β=0.07, p<0.001). Disaggregated analysis by region, school type, and geographic location further highlights the significance of instructional pedagogy in improving instructional outcomes across contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103170"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103173
Betül Yediyıldız , Ulas Ustun
Educational equity is a fundamental objective in many education systems, yet challenges persist in achieving this goal, as evidenced by international large-scale assessments like PISA. This study critically examines the relationship between socioeconomic status (SES) and science literacy. Our findings indicate that grouping students based on academic achievement amplifies the achievement gap and SES disparities between different types of secondary schools. The academic stratification in secondary schools deepens the issues regarding educational inequality. Furthermore, considering substantial differences between regions regarding the SES-achievement relationship, we propose that future research and policy initiatives focusing on SES should address regional disparities.
{"title":"Deciphering socioeconomic inequality in science literacy: Evidence from PISA 2015 in Türkiye","authors":"Betül Yediyıldız , Ulas Ustun","doi":"10.1016/j.ijedudev.2024.103173","DOIUrl":"10.1016/j.ijedudev.2024.103173","url":null,"abstract":"<div><div>Educational equity is a fundamental objective in many education systems, yet challenges persist in achieving this goal, as evidenced by international large-scale assessments like PISA. This study critically examines the relationship between socioeconomic status (SES) and science literacy. Our findings indicate that grouping students based on academic achievement amplifies the achievement gap and SES disparities between different types of secondary schools. The academic stratification in secondary schools deepens the issues regarding educational inequality. Furthermore, considering substantial differences between regions regarding the SES-achievement relationship, we propose that future research and policy initiatives focusing on SES should address regional disparities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103173"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103172
Jihae Cha
Using an integrated sequential mixed methods design, this research examined the case of children and youth in Kakuma Refugee Camp in Kenya in relation to factors that influence school dropout. We used purposive sampling and snowball sampling to recruit children and youth who were enrolled in a formal education system and but were no longer attending and/or has not completed primary school. Drawing from 685 student surveys and 46 semi-structured interviews with out-of-school individuals, results suggest that factors such as inability to pay school-related fees, strict school policy on uniforms and supplies, poverty, and family responsibilities contributed to primary school dropout in Kakuma Refugee Camp. This article concludes with implications for addressing school dropout issues in a camp setting through ongoing professional development and intersectoral and collaborative approaches to refugee education.
{"title":"What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya","authors":"Jihae Cha","doi":"10.1016/j.ijedudev.2024.103172","DOIUrl":"10.1016/j.ijedudev.2024.103172","url":null,"abstract":"<div><div>Using an integrated sequential mixed methods design, this research examined the case of children and youth in Kakuma Refugee Camp in Kenya in relation to factors that influence school dropout. We used purposive sampling and snowball sampling to recruit children and youth who were enrolled in a formal education system and but were no longer attending and/or has not completed primary school. Drawing from 685 student surveys and 46 semi-structured interviews with out-of-school individuals, results suggest that factors such as inability to pay school-related fees, strict school policy on uniforms and supplies, poverty, and family responsibilities contributed to primary school dropout in Kakuma Refugee Camp. This article concludes with implications for addressing school dropout issues in a camp setting through ongoing professional development and intersectoral and collaborative approaches to refugee education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103172"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103168
Michael Gallagher , Pete Evans , Joshua Sarpong-Duah
Digital education is often understood as a force for the standardization of education. In this paper, we argue for the development of policy and strategy instruments founded on situated local educational contexts and needs. Using the theoretical lens of Escobar’s horizontalism, we interrogate how educational governance in Ghana is being increasingly structured around digital technologies and the effects of these policy structures on local educational diversity. The governance around the digitalisation of education in Ghana sits in productive tension with that horizontalism. In this paper, we explore this through an analysis of two interrelated national instruments that speak to this digitalisation: (i) the Education Strategic Plan 2018 – 2030 and (ii) the ICT in education reform. We note how these instruments provide oversight and centralisation around the use of ICT in education in Ghana, and how this centralisation is seen as increasingly critical to meeting the scaled educational targets of SDG4. We explore how these policies cascade into two digital initiatives in education in Ghana, namely (i) Edmodo and (ii) the Open University Framework.
This analysis provides insight into how the structure of educational governance impacts what might potentially be diverse responses to local educational needs and contextual realities, how that governance is increasingly codified in policy and strategy instruments, and how those instruments are entangled in discrete digital initiatives. Our analysis, while rooted in the situated horizontalism of local educational needs, also engages with the globalised and universalist policy discourses of technology use in education.
数字教育通常被理解为教育标准化的一种力量。在本文中，我们主张根据当地的教育背景和需求制定政策和战略工具。利用埃斯科瓦尔的水平主义理论视角，我们探讨了加纳的教育治理如何越来越多地围绕数字技术展开，以及这些政策结构对当地教育多样性的影响。围绕加纳教育数字化的治理与水平主义之间存在着富有成效的紧张关系。在本文中，我们通过分析与数字化有关的两个相互关联的国家文书：(i) 《2018-2030 年教育战略计划》和 (ii) 教育改革中的信息和通信技术，来探讨这一问题。我们注意到这些文书是如何对加纳教育中信息和通信技术的使用进行监督和集中管理的，以及这种集中管理是如何被视为对实现可持续发展目标（SDG）4 的教育目标日益重要的。我们探讨了这些政策是如何在加纳的两项数字教育计划中得到体现的，这两项计划分别是：(i) Edmodo 和 (ii) 开放大学框架。这项分析深入探讨了教育治理结构是如何影响对当地教育需求和现实环境可能做出的各种反应的，这种治理是如何日益被编入政策和战略文书中的，以及这些文书是如何与离散的数字计划纠缠在一起的。我们的分析植根于当地教育需求的横向情况，同时也涉及教育技术应用的全球化和普遍主义政策论述。
{"title":"Radiating out rather than scaling up: Horizontalism and digital educational governance in Ghana","authors":"Michael Gallagher , Pete Evans , Joshua Sarpong-Duah","doi":"10.1016/j.ijedudev.2024.103168","DOIUrl":"10.1016/j.ijedudev.2024.103168","url":null,"abstract":"<div><div>Digital education is often understood as a force for the standardization of education. In this paper, we argue for the development of policy and strategy instruments founded on situated local educational contexts and needs. Using the theoretical lens of Escobar’s horizontalism, we interrogate how educational governance in Ghana is being increasingly structured around digital technologies and the effects of these policy structures on local educational diversity. The governance around the digitalisation of education in Ghana sits in productive tension with that horizontalism. In this paper, we explore this through an analysis of two interrelated national instruments that speak to this digitalisation: (i) the Education Strategic Plan 2018 – 2030 and (ii) the ICT in education reform. We note how these instruments provide oversight and centralisation around the use of ICT in education in Ghana, and how this centralisation is seen as increasingly critical to meeting the scaled educational targets of SDG4. We explore how these policies cascade into two digital initiatives in education in Ghana, namely (i) Edmodo and (ii) the Open University Framework.</div><div>This analysis provides insight into how the structure of educational governance impacts what might potentially be diverse responses to local educational needs and contextual realities, how that governance is increasingly codified in policy and strategy instruments, and how those instruments are entangled in discrete digital initiatives. Our analysis, while rooted in the situated horizontalism of local educational needs, also engages with the globalised and universalist policy discourses of technology use in education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103168"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103132
Donia Smaali , Tariq Elyas
{"title":"Editorial: Language capital and the medium of instruction: Issues of pedagogy, economics, and political feasibility","authors":"Donia Smaali , Tariq Elyas","doi":"10.1016/j.ijedudev.2024.103132","DOIUrl":"10.1016/j.ijedudev.2024.103132","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103132"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103164
Rami Younes
Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.
{"title":"The road to sustainable peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria","authors":"Rami Younes","doi":"10.1016/j.ijedudev.2024.103164","DOIUrl":"10.1016/j.ijedudev.2024.103164","url":null,"abstract":"<div><div>Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103164"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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